An Educator’s Reflection on School Choice

Even after a decade in education, school choice has never really been a topic on my professional radar. In my mind, it was a strategy athletes used in hopes of getting more playing time at a different school, or a recourse parents used to avoid retention or testing for cognitive deficits.

My perspective changed in 2021 when I accepted a position out of my district and hometown and decided to bring my daughter, a 2nd-grader, with me. The move worked out great for her. But I don’t want to think of school choice as a privilege that’s only acceptable for me and my daughter, while denying it to others.

In my home state, Arkansas, families can choose from traditional public schools, public charter schools, public magnet schools, private schools, and homeschooling. School choice gives parents options to make the best educational choices for their children. The idea is that every child deserves an effective, challenging, and motivating education. Because each student has his or her own set of talents, interests, and challenges, having a variety of options in education is crucial.

My daughter was enrolled in an excellent school, but when I changed districts, I wanted her to come with me, and, because of school choice, she gained access to another excellent school. But what about the child whose address condemns her to school plagued by violence? What about the student who is an excellent athlete and might one day win a college scholarship, but his address restricts him to a school without a team? What about the child who has experienced trauma at her school and needs a fresh start, or else she will drop out?

The goal is to deliver equal opportunity. Does school choice provide a perfect solution? Of course not. Compare school choice to the controversial issue of schools granting parents’ requests for specific teachers. Parents who request specific teachers are often highly involved in their kids’ education and support their learning at home. This means some classes could end up with disproportionately high numbers of families who are not actively involved in their kids’ education, which is unfair to the teachers. Making things worse, kids who need the most support are potentially assigned to less capable teachers because their parents didn’t advocate for the best, most sought-after teacher.

In my mind, school choice can be plagued by the same problem, only on a much larger scale. I feel the urgency of advocating for disadvantaged students. My concern is that students who need the most support and attention are still not getting it and that a struggling school is only going to continue to struggle with fewer resources. That said, we must make students’ needs the top priority, and sometimes that means giving them options for a school that better meets their needs.

Meanwhile, schools should offer as much of a personalized experience as possible. At its best, the competition inherent to school choice can motivate our schools to be more innovative in their offerings and ensure students have access to the most effective, challenging, and motivational educational experiences.

School choice can change a student’s life. Educators: I encourage you to remember that our ultimate loyalty is to our students, and to what is best for them. Advocate for your students and their needs, even if that means guiding them elsewhere if you are unable to meet their needs. School leaders: Share your school district’s mission, vision, values, and offerings. Your school may be exactly where a student in your area needs to be to thrive. Parents: Educate yourself on your options, but don’t underestimate the importance of advocating for your children at the school where they are now. Get involved and empower your children. Speak up and share their needs with the school. Your local school leaders want to have this partnership with you!

In a perfect world, everyone’s local, neighborhood school would be the first and best choice for every family. But that’s not every family’s reality. The bottom line is this: A child’s address shouldn’t determine the quality of his or her educational experience.